Diacrises and mixed emotions in the relationship between music and art cinema: teacher learning and training through multimodal experiences

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Abstract

The study discusses the ability to develop metacognitive skills through experiences of contact with cinematic works that produce complex, multifaceted, emotional impacts understood by the body before they are understood by the mind. We investigate the relationship between music and images by identifying morphological profiles and the multimodal value of hybridized, dynamic and mutually changing phenomena [Zambaldi, 2016] in which we see ourselves [Gallese, Guerra, 2015]. We must emphasize that only by elaborating propositions, reordering reality according to grammatical codes and syntactic patterns, it is possible to circumscribe and amplify the power of communication and non-verbal relationships: the power of embodied cognition must not stop but foster the power of words

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